Listening Notetaking 2 Multiculture PDF

3
unIT
Challenges
at Home
and Abroad
earth’s city lights (nasa)
9781133950608 LNS4e SB2.indd 63 6/11/13 1:33 PM

7
Chapter
TOPIC PREVIEW
Answer the following questions with a
partner or your classmates.
1. What happens to metals like iron and
chromium put together inside a melting pot
to melt?
2. Why do you think the melting pot and the
patchwork quilt are often used as metaphors,
Multiculturalism or symbols, of the multicultural character of
U.S. society?
3. Does cultural diversity in a society bring
more benefits or more problems?
A multicultural parade moves

through Little Italy and
Chinatown in New York City.
64 Unit 3 • Challenges at Home and Abroad

before listening
VOCABULARY PREVIEW
Read through the sentences below, which are missing vocabulary from the
CD 3, TR 1
lecture. As you read, try to imagine which words would fit in the blanks. Then
listen to the sentences and write the missing words in the blanks.
1. A melting pot is the traditional for the way different groups of
immigrants came together in the United States.
2. In theory, the result of many nationalities together is one big,
, culture.
3. It is like an , a combination of all the different parts mixed
together into a single whole that is different from each of its parts.
4. Many groups, especially African, Asian, and American Indian, have at times been
from participating fully in society through
and discrimination.
5. U.S. society does not a new cultural group until
later, after the new immigrants are viewed with less prejudice.
6. The metaphor of the patchwork quilt seems right to the multiculturalists
because they see the United States as a of separate
subcultures, each one distinct from the others.
7. Of the 1.6 million children in the United States who are
, about 18 percent are of a different race than their
adopting parents, making their families .
8. Cultural influences have distinct sources. We some of
our culture from our families. We some of our culture
subconsciously from just living in the culture—through TV and videos.
9. With , individuals become part of the larger culture
by accepting much, if not all, of that culture.
10. The pluralistic view differs from the single culture view in that it does not
mean that immigrants must forget or their
original culture.
Check the spelling of the vocabulary words with your teacher. Discuss the
meanings of these words and any other unfamiliar words in the sentences.
PREDICTIONS
Think about the questions in the Topic Preview on page 64 and the
sentences you heard in the Vocabulary Preview. Write three questions
that you think will be answered in the lecture. Share your questions
with your classmates.
Chapter 7 • Multiculturalism 65
NOTETAKING PREPARATION
Transition Words and Phrases
Formal speech, like formal writing, is characterized by more frequent use of transition
words and phrases. Transition words like such as however, therefore, and in fact help a
listener understand the relationship between ideas and sentences in the lecture.
A good understanding of transition words will make a formal lecture easier to follow.
On the other hand and however point out contrasts between two ideas.
For instance and for example present examples.
In fact is used for emphasis.
Rather is used like instead to signal an alternative.
Furthermore is used like also to signal an additional point.
Therefore and consequently mean for this reason to signal a result or consequence.
Read through the sentences below. Choose the best transition word from the
box above to complete each sentence. Write the transition word in the blank.
1. The melting pot metaphor is a very old one. , it’s been used
since the nineteenth century.
2. Culture comes to people in different ways. , we inherit some,
and we absorb some.
3. There are many proponents of the multiculturalist view; , I don’t
really agree with this view.
4. The multiculturalists don’t use the metaphor of the melting pot. ,
they use the patchwork quilt.
5. Some existing groups were excluded from participating fully in society;
, newly arrived groups were discriminated against.
6. We are not satisfied with the metaphors for U.S. culture in this lecture.
, we are going to look for a new one.
Discourse Cues Number the following excerpts from the lecture from 1 to 5 in
the order that you think you will probably hear them. Discuss with a partner or
as a class the discourse cues that helped you figure out the order.
So, first is the single culture view of the United States as a “melting pot.”
This last cultural view, the pluralistic view, is a combination of the first two.
To conclude, the United States has always reflected the cultures of its immigrants.
Let me begin today’s lecture by explaining the meaning of the word culture.
Now let’s move on to another view of U.S. culture.

listening
FIRST LISTENING
Listen to the beginning of the lecture. Circle the set of notes below that best
CD 3, TR 2
records the information you hear.
a. b.
Cultr = trad + shared belfs & val Cultr ≠ traditions; = blfs + val
Ex. in fam; ed; bus.; pol; ent. EX: fam. struc, ed. sys, etc.
US cultr ?? ppl othr countries & Am’s Ppl fr othr cultrs, ? Am cultr
Contrst 3 ways US cult seen Nature US cult ? – contrast 3
• Sing cult (old) disc yrs
• Multicult. (new) decide = logical
• Pluralistic old (sing.), new (multi), third (pl)
Now listen to the whole lecture and take notes. Look at the lecturer’s visual aids
CD 3, TR 3
as you listen. These may help you understand parts of the lecture.
Subtopic 1: Single Culture
Single Culture View

U.S. = Melting pot
Homogeneous culture
Myth?
Excluded groups
Subtopic 2: Multicultural
Multiculturalist View
U.S. = a patchwork quilt
Many different subcultures
Opposition
Ethnic and racial mixing
Subtopic 3: Pluralist
Pluralistic View
Combination of 1 & 2
Cultural influences
Inheritance
Absorption
Choice
Role of assimilation
CD 3, TR 4
second LISTENING
Listen to the lecture again and make your notes as complete as possible.
THIRD LISTENING
You will hear part of the lecture again. Listen and complete the notes by adding
CD 3, TR 5
the information from the box.
i.e. M.P. • cult B. = diff

1. Singl. view = U.S. as Melting Pot
A. = trad. metaph
M.P. • mix of gps immigs blending
big homog. cult
comb of diff parts = new whole
Many think one cult myth
Compare your answers with a partner. Then compare the notes in A with the
notes you took for this part of the lecture.

After listening
Accuracy Check
Listen to the questions, and write short answers. Use your notes. You will hear
CD 3, TR 6
each question one time only.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Check your answers with your teacher. If your score is less than 70 percent, you
may need to listen to the lecture again and rewrite some of your notes.
ORAL SUMMARY
Use your notes to create an oral summary of the lecture with a partner. As you
work together, add details to your notes that your partner included but you
had missed.
DISCUSSION
Discuss the following questions with a classmate or in a small group.
1. Which of the three views of U.S. culture makes the most sense to you? Explain.
2. How important is it for immigrants to assimilate to the culture in a new country?
3. How open is your country of origin to influences from other cultures? Do people
who spend long periods of time there assimilate to the culture, or do they maintain
their own cultures?
4. Can you think of a particular metaphor that fits your culture?
Expansion
PRE-READING
The following Reading is about the city of Marseille in France. Before you read,
answer the following questions. Share your answers with a classmate.
1. What does the title of the article suggest to you about the population of the city
of Marseille?
2. Marseille is on the sea, in the southern part of France. Where do you think
immigrants to Marseille come from?
READING
Now read the article.
Marseille’s Melting Pot
As more European countries become nations of other. When the country’s growing economy needed
immigrants, the city of Marseille in southern France foreign workers for factories, many French cities built
may be a vision of the future, even a model of multicul- housing projects for immigrants in distant suburbs.
turalism. In November 2005, with riots happening in “We did the opposite,” says Gaudin. “We built in
just about every other French city’s immigrant-filled the city. Marseille is the oldest city in France. It’s been
housing projects, Marseille stayed cool. in existence for 2,600 years. It’s a port, and so we have
Some local people believe that the Marseille always been used to having foreigners come here.
miracle of social peace has a lot to do with its The city itself is composed,” he says, “of populations
beaches, which serve as its great melting pot. Farouk from abroad who came because of international
Youssoufa, 25, met his 20-year-old wife, Mina, at developments.” After 1915, Armenians began arriv-
one of Marseille’s beaches. Youssoufa was born on a ing. In the 1930s Italians who fled fascism settled
French island in the Comoros between Tanzania and in Marseille. And in 1962, after France had given
Madagascar, and his skin is as black as anyone’s in up control of Algeria, Morocco, and Tunisia, tens
Africa. Mina is the fair-skinned French-born daugh- of thousands of pieds-noirs, or “black feet,” flooded
ter of Algerian immigrants. “The new generation is Marseille. They were actually white French citizens
much more of a mixture,” says Youssoufa, who works fleeing newly independent Algeria, where many had
with boys and girls of almost every skin tone and lived for generations.
ethnic background at a cultural center in Marseille. At the same time, Gaudin explains, Marseille
On the beach, especially, “there are a lot of different gradually filled with other people—issus de l’immi-
communities that mix,” Youssoufa says one hot gration—produced by immigration. “That means
afternoon in May. “Voilà: With time we’ve learned to that often the grandparents were in Algeria, the
live together.” parents came here, and the grandchildren are French
Jean-Claude Gaudin, the mayor of Marseille, but have an Arab last name,” says Gaudin. In other
points out that the beach isn’t the only geographic words, people who are French by birth but are still
feature that has kept the city’s melting pot bubbling. viewed as “foreigners.”
“Marseille’s good luck is that it is surrounded by a Yet the mayor of Marseille can only guess how
belt of mountains.” Immigrants and long-time resi- many of his city’s residents are issus de l’immigration.
dents have learned to live more or less on top of each He does not know how many are of Arab or African

The beach at Marseille
where people of all
ethnicities mix and mingle
descent. He does not know how many have Muslim Yet Gaudin knows that even for the second and third
roots. In France, it’s against the law for any govern- generations, assimilation does not always come eas-
ment official to record a citizen’s race, religion, or ily. The challenge for any city with a large immigrant
ethnicity. Church and state are not only separate, but population is rarely how to deal with the first wave
religion is officially ignored. If you are French, you are of arrivals, but how their children and grandchildren
French: nothing more, nothing less, and nothing else. will adapt, or not.
DISCUSSION
Discuss these questions with a classmate.
1. Based on what you learned from the lecture, which of the three ways of looking at
culture—the single culture view, the multiculturalist view, or the pluralistic view—
best describes the situation in Marseille?
2. In what ways do you think the French attitude toward cultural assimilation is
different from the American attitude?
3. What are the differences between how the French government and the U.S.
government deal with immigration?
PURSUING THE TOPIC

Explore the topic of this chapter further by doing the following.
Watch the movie Green Card, a 1990s romantic comedy about a French man who
marries an American woman in order to be able to obtain a visa to stay in the United
States. Or watch the movie My Big Fat Greek Wedding, a 2002 family comedy about
maintaining Greek culture and tradition in modern-day America. Be prepared to
discuss the movie with your classmates.
8
Chapter
TOPIC PREVIEW
Answer the following questions with a
1. Do you think there has been an increase in
violent crime in recent years? Why or why not?
2. What is the difference between “blue-collar”
and “white-collar” crime?
Two Views on 3. Which of the following do you think is more

responsible for whether a young person
Crime turns to crime—their family, their school, or
the criminal justice system?
Forensic scientist collecting

DNA evidence from a knife
at a crime scene

before listening
VOCABULARY PREVIEW
CD 3, TR 7
1. Some experts this drop in the crime rate to
: the U.S. population is getting older, and older people commit
fewer crimes.
2. In recent years there has been stricter law in big cities, and
very tough have been imposed on repeat offenders in general.
3. The encouraging statistics for violent crime may not be true for white-collar crime,
crimes that include , political corruption, ,
and corporate policies that endanger workers and the public.
4. So, some people criminal behavior on society’s
, or failures.
5. There are root causes like racism, poverty, and .
6. In this theory, people become from society because
they do not have many of the benefits that most Americans have.
7. The is that part of the population that typically fits
the following profile: poor, unemployed, badly educated, nonwhite, and
living in older city neighborhoods.
8. According to this theory, society tries to this
aggressiveness and potential violence in two ways: by socializing us and,
if that fails, by punishing us.
9. Society us by giving us values—values to prevent
killing and stealing, for example. And society also gives us values for
honesty, , and kindness.
10. Our functions as a deterrent to violence and
criminal behavior because we have been taught right from wrong.
Check the spelling of the vocabulary words with your teacher. Discuss
the meanings of these words and any other unfamiliar words in
the sentences.
PREDICTIONS
Chapter 8 • Two Views on Crime 73

Using Indentation to Organize Notes 2
In chapter 5, you learned to organize your notes visually with indents and bullets. Ideas
and information you hear can have more than two levels of importance. These less
important details, examples, and ideas can be further indented to the right. A symbol,
such as a hyphen (–) or a plus sign (+), can be used to indicate these other levels.
For example, information about solutions to crime in a part of this lecture could be
organized like this:
Possible solutions to crime
• the family’s role
- socializing the children
+ children respect themselves and others
Read the phrases below and decide their order of importance. Then complete
the note outline by adding the phrases. Show order of importance with
indenting and symbols.
help them feel like part of society / good education / good health care /
overcome the alienation of the underclass / society’s role /
give them the same benefits that others have / employment
society’s role
- help them feel like part of society
+ employment
Well, let’s go on and take a closer look at both theories.
Today we’re going to look at American attitudes about human nature and crime.
OK, to start off with, people who believe social problems are caused by unequal
opportunities prefer the first theory: that people are good by nature.
Today I’d like to take a look at two different theories.
Now, to go back to something I talked about earlier. This second theory helps us
understand white-collar crime, I think.

listening
FIRST LISTENING
Listen to the beginning of the lecture. Circle the set of notes below that best
CD 3, TR 8
records the information you hear.
a. b.
Am att to hum ntr & crime Am attitudes abt human nature & crime
CR 13.4% 2010 • stats
CR old ppl < yng ppl - FBI: v. cr. 13.4% 2001–10 (ex: ag,
Law enfrmnt & penalts aslt, rob, murd, etc.)
Wh-collar cr + US pop older / older= cr,
• pub not afrd + enfrcmnt & >penalts rep. cr
• incld disc. of cr in US - Wht coll. C or ? (stats hard to
Theor of cr = belief, hum ntr get) (ex: brib, pol corrup, embez., dang.
• ppl good corp pol’s)
• ppl aggress & violent • 2 theor C bsd on hum ntr – look at
Solutns to cr in US - Theory 1: ppl good
- Theory 2 ppl aggress, so can be v.
- Pos. solutions to C in US
Now listen to the whole lecture and take notes. Look at the lecturer’s visual aids
CD 3, TR 9
as you listen. These may help you understand parts of the lecture.
Subtopic 1:
Environment ➝ Criminal behavior

• Root causes in U.S. society
• Existence of an underclass
Subtopic 2:
Aggressive nature ➝ Violent

behavior
• Socialization
• Punishment
• Connection to white-collar crime

Subtopic 3:
Meeting the Challenge

• Role of family
• Role of government
CD 3, TR 10
second LISTENING
THIRD LISTENING
CD 3, TR 11
BUT ex NO polit. SO • wh-coll

Theor #2 explains C
• wh-collar crim. not usully under-class
- busnssmn
-
- bankrs
• have benef’s of soc., good ed, good neigh.
• for ? reason
- well-dev. conscience
- ntrl aggress
+ C

After listening
ACCURACY CHECK
Listen to the following questions and write short answers. Use your notes. You
CD 3, TR 12
will hear each question one time only.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ORAL SUMMARY
Use your notes to create an oral summary of the lecture with your partner. As
you work together, add details to your notes that your partner included but you
had missed.
DISCUSSION
1. Which type of crime, violent crime or white-collar crime, causes the most damage to
society? Explain.
2. Have you seen examples of how racism and poverty can lead people to crime?
3. Which do you think is more effective in keeping most people from committing
crime: a strong conscience or a fear of punishment?
4. Should governments spend more money on keeping criminals in prison or on
improving public education?

Expansion
PRE-READING
The following Reading is about the nation of Singapore. Before you read, answer
the following questions. Share your answers with a classmate.
1. What do you know about Singapore? For example, where is it located? Is it a rich or
a poor country? What kind of government does it have? Is there any crime?
2. Look at the title of the article. The word solution implies that there is or was a
problem. What do you think the problem could be?
READING
The Singapore Solution
Singapore is often called the Switzerland of Behind the “Singapore Model,” a unique mix of eco-
Southeast Asia. The tiny island gained independence nomic empowerment and tightly controlled personal
from Britain in 1963 and, in one generation, trans- liberties, is Lee Kuan Yew. From a wealthy Chinese
formed itself into a country where the income for its family, Cambridge University graduate Lee was
3.7 million citizens is larger than in many European Singapore’s first prime minister, serving for 26 years
countries. Singapore also has excellent education and then as senior minister for another 15. His current
and health systems and almost no government cor- title of minister mentor (MM) was established when his
ruption; 90 percent of people own their own homes, son, Lee Hsien Loong, became prime minister in 2004.
and you never see homeless people. In creating the “Singapore Model,” the MM turned
Achieving all this has involved a delicate balance a tiny country with no natural resources and a mix
between what some Singaporeans refer to as “the big of ethnic groups into “Singapore, Inc.” He attracted
stick and the big carrot.” First of all, the carrot: rapid foreign investment, made English the official lan-
financial growth. And the stick? Strict government guage, created a superefficient government, and
control of citizens’ lives. Racial and religious dishar- eliminated corruption.
mony? They’re simply not allowed, and no one steals To lead a society, the MM says “one must under-
anyone else’s wallet. stand human nature.” He says, “The Confucian
theory was man could be improved, but I’m not sure
The Singapore he can be. He can be trained, he can be disciplined.”
Flyer, the In Singapore that has meant lots of rules (no gum
world’s tallest chewing and spitting on sidewalks) with fines and
Ferris wheel
occasional notices in the newspaper about those who
break the rules. Following the rules becomes auto-
matic; you don’t see very many police in Singapore.
As one resident says, “The cop is inside our heads.”
Singapore, maybe more than anywhere else,
raises a basic question: Are financial success and
personal security worth the extreme limits placed on
individual freedom?

The Singapore government is aware that there Sculpture in
are problems with its highly controlled society. One Central Singapore
concern is the “creativity crisis.” This is the fear that
Singapore’s schools, with their traditional educa-
tional methods, do not produce original thinkers.
Another concern is a direct result of Singapore’s
overly successful population-control program,
started in the 1970s. Today Singaporeans are simply
not having enough children, so immigrants are
needed to keep the population growing.
But there is a positive side. You could feel it
during the “We Are the World” performance in the
National Day show. On stage were representatives
of Singapore’s major ethnic groups: the Chinese,
Malays, and Indians. After violent protests in the
1960s, the government started a strict system in pub-
lic housing that required the different ethnic groups
to live together. The purpose of this system may have There is something called Singaporean, and it
been to control the population, but the apparently is real. Whatever people’s complaints, Singapore is
sincere expression of racial harmony at the perfor- their home, and they love it despite everything. It
mance was impressive. makes you like the place, too.
DISCUSSION
1. Do any of the reasons mentioned in the lecture for a recent drop in crime in the
United States also apply to Singapore? Which reasons? Explain your answer.
2. Which of the two theories of crime discussed in the lecture would Lee Kuan Yew of
Singapore be most likely to agree with? Explain your answer using information in the
reading and in the lecture.
3. Would the ways in which the Singaporean government has addressed social
problems such as crime work in the United States? Why or why not? Use examples
from the lecture to support your opinion.
PURSUING THE TOPIC

The Web site for the Federal Bureau of Investigation (FBI) has a large amount of
information about all aspects of crime in the United States. Individually or with a
partner, choose a topic that interests you and read about it. Write up the details for a
short presentation to the class.
www.fbi.gov

9
Chapter
TOPIC PREVIEW
Discuss the following questions with a
1. Ten years from now, which country, or
countries, do you think will be the most
powerful in the world?
2. What kinds of responsibilities, if any, do
powerful countries have to other countries?
The United States 3. Rank these three kinds of power in order
and the World from most to least important: (a) military,
(b) economic, (c) political. Explain
your reasons.
Coke bottle design contest

held In Nanjing, China

before listening
VOCABULARY PREVIEW
CD 3, TR 13
1. Some experts are that China will become the new global
leader because of its size as well as its economic and military strength.
2. It seems very likely that the United States will remain very important globally, at
least for the future.
3. The United States can also help maintain financial in the world
because of the size of its economy.
4. I’m describing hard power—that is, the or use of force.
5. This force can be economic, which would include against
trading with a country.
6. For better or for worse, the United States has taken on the role of keeping
a certain of power in many parts of the world.
7. The United States is also a member of NATO, an organization of mostly
European nations to keeping peace in the world.
8. ASEAN countries like Indonesia and Malaysia engage in massive trade
with China and may at times feel a little by China’s
size and power.
9. Soft power does not come from economic or military threat, but from how
attractive or a country’s culture, political ideals, and
policies are.
10. The United States is still a to immigrants for both
political and economic reasons.
11. My goal today was to give you a for understanding
some of what you learn in the media about the U.S. economic, military,
and political influence in the world today.
Check the spelling of the vocabulary words with your teacher. Discuss
the meanings of these words and any other unfamiliar words in
the sentences.
PREDICTIONS
Chapter 9 • The United States and the World 81

Acronyms and Abbreviations 1
Acronyms are formed from the first letter of each word in a group or name. They are
pronounced as words. For example, BRIC, which stands for Brazil, Russia, India, and
China, is pronounced /brɪk/.
Abbreviations, like UN (United Nations), are different from acronyms and are
pronounced letter by letter. Two common abbreviations usually used only in written
language come from Latin: e.g., used for “for example,” and i.e., used for “that is.”
Practice saying these acronyms and abbreviations with a partner.

1. NATO (North Atlantic Treaty Organization /ˈneɪ.t ̬oʊ/)
2. ASEAN (Association of Southeast Asian Nations /əˈziː.ən/),
3. UNESCO (United Nations Educational, Social, and Cultural Organization
/juːˈnes.koʊ/)
4. EU (European Union)
Listen and complete the following sentences using acronyms and abbreviations.
CD 3, TR 14
1. Many countries have better economies, , .
2. is an important arm of the .
3. France is a member of .
4. Some countries are small, , Cambodia.
5. Some people think the countries should become a federation,
, have a political structure that is similar to the .
First, let me give you some of the economic reasons Yetiv gives for why the United
States will probably continue to be an important player globally.
Now let’s move on to the United States’ use of what I’m describing today as hard
power—that is, the threat or use of force.
Professor Steve Yetiv of Old Dominion University in Virginia wrote three articles in
which he gave a number of reasons why believes the United States will remain a
global leader.
Today I’d like to discuss the role of the United States in the world.
Soft power does not come from economic or military threat, but from how attractive or
persuasive a country’s culture, political ideals, and policies are.

listening
CD 3, TR 15
FIRST LISTENING
Listen to the lecture and take notes. Look at the lecturer’s visual aids as you
listen. These may help you understand parts of the lecture.
Introduction
The U.S. and the World

• Introduction
• The U.S. economy
• U.S. hard power
• U.S. soft power
Subtopic 1:
Economic Reasons
• Ability to help others in crisis
• Ability to maintain financial
stability
• U.S. dollar = global currency
Subtopic 2:
Hard Power
• Middle East
• NATO
• ASEAN

Subtopic 3:
Soft Power
• Democracy
• Economic competitiveness
• Education
CD 3, TR 16
second LISTENING
THIRD LISTENING
CD 3, TR 17
ASEAN econ force Mid NATO wrld &

Hard Power = threat or use of
•
sanctions
• mil
US role = bal of power in
- East (free flow of oil)
- Europe – (organ of Eur ntns keep peace in wrld)
- Asia – bal bet. ASEAN China
incld e.g. Indonesia, Malaysia

After listening
Accuracy Check
Listen to the following questions, and write short answers. Use your notes. You
CD 3, TR 18
will hear each question one time only.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ORAL SUMMARY
Use your notes to create an oral summary of the lecture with your partner. As
had missed.
DISCUSSION
1. Which of the four BRIC nations, besides China, is most likely to be the next
superpower?
2. Would the world be a safer place if the United States were less powerful?
3. In what ways are economic sanctions preferable to military force?
4. What are the advantages of having more than one superpower in the world? What
are the disadvantages?

Expansion
PRE-READING
The following Reading is about China’s rapid economic growth. Before you read,
answer the following questions. Share your answers with a classmate.
1. Look at the title of the article. What do you think “Go Green” means?
2. Scan the article for sentences that mention the United States. What comparisons
does the writer make between the United States and China?
READING
Can China Go Green?
Rizhao, in Shandong Province, is one of the hun- city’s chief engineer, Yu Haibo, led me to the roof of
dreds of Chinese cities beginning to really grow. The the restaurant for another view. First we climbed over
road into town is eight-lanes wide, even though at the the hotel’s solar-thermal system, a system that takes
moment there’s not much traffic. But the port is very the sun’s energy and turns it into all the hot water
busy. A big sign tells the residents to “build a civilized the kitchen and 102 rooms can possibly use. Then,
city and be a civilized citizen.” from the edge of the roof, we looked at the view of
Rizhao is the kind of place that has scientists the spreading skyline. On top of every single building
around the world deeply worried—China’s rapid a similar solar system could be seen. Solar is in at
growth and new wealth are pushing carbon emis- least 95 percent of all the buildings, Yu said proudly.
sions higher and higher. It’s the kind of growth that “Some people say 99 percent, but I’m shy to say that.”
has led China to pass the United States to become the Whatever the percentage, it’s impressive—out-
world’s largest source of global warming gases. side Honolulu, no city in the United States even
And yet, after lunch at the Guangdian Hotel, the comes close. China now leads the planet in energy
produced by renewable solar and wind
energy sources.
So, which is true? Is China the world’s
largest producer of global warming gases?
Or is it the world’s largest producer of
renewable energy? The truth is, it’s both.
Here’s what we know: China is growing
faster than any other big country has ever
grown before, and that growth is opening
real opportunities for environmental prog-
ress. Because it’s putting up so many new
buildings and power plants, the country
can incorporate the latest technology
more easily than countries with more
mature economies. It’s not just solar and
wind energy. Some 25 Chinese cities are

putting in subway systems or adding to
existing ones. High-speed rail tracks are
spreading in every direction. But all that
growth takes lots of steel and cement, and
as a result pours carbon into the air, which
overwhelms the environmental progress.
According to many energy experts, China’s
carbon emissions will continue to rise until
at least 2030. This means that environmen-
tal progress in China will probably come
too late to prevent more dramatic global
warming, which could lead to environ-
mental disasters such as the melting of the
Himalayan glaciers and the rise of the seas.
It’s a dark picture. Changing it in any
real way will require change beyond China—most Resources Institute asked, adding that “if the U.S.
important, some kind of international agreement changed the game in a fundamental way—if it really
involving economies that use the most carbon— committed to dramatic reductions—then China
including of course the United States. At the moment would look beyond its domestic interests and per-
China is taking steps that make sense for both the haps go much further.” But for the moment, China’s
environment and its economy. “Why would they want growth will continue, a roaring fire that throws off
to waste energy?” Deborah Seligsohn of the World green sparks but burns with dangerous heat.
DISCUSSION
1. How is the focus of the lecture different from the focus of the article? Are there
topics in the reading that are not mentioned in the lecture? Are there topics in the
lecture that are not mentioned in the reading?
2. Do you think the author of the article would agree with the lecturer’s view of the
importance of the United States as a global power? Why or why not?
3. Do you think the lecturer would agree with the author of the article about the
importance of China as a global power? Why or why not?
PURSUING THE TOPIC

Watch a short YouTube video in which Professor Joseph Nye from Harvard’s Kennedy
School of Government speaks to Knoowii TV about the use of hard power, soft power,
and smart power in international relations. Be prepared to discuss the ideas in the
video with your classmates.
www.youtube.com/watch?v=cH9hn3_Q4qQ

unit 3
My Journey in the
Video Muslim World
Before viewing
TOPIC PREVIEW
Alexandra Avakian is a photojournalist. She was asked to take photographs
of Muslims living in the United States. Answer the following questions with
a partner.
1. What images or scenes would you expect to see in her photographs?
2. What different types of people would you expect to see in her photographs?
3. Do you think that Muslims in America have more or fewer difficulties than other
immigrants living in the United States? Why or why not?
VOCABULARY PREVIEW
Read the definitions of these key words and phrases that you will hear during
the video.
engaged in actively involved in or part of something
an expert a person having a lot of knowledge about a particular topic
post 9/11 after the September 11, 2001, attack on the United States
fled left an area quickly in order to escape danger
reflected shown on a surface such as a mirror; seen in a person’s expression
mainstream average; usual for the typical people in a group
are converting to are changing from one belief system, such as a religion, to a
new one
maximum-security prison a prison where the most dangerous criminals are kept
protective keeping someone or something safe from harm

Work with a partner and write in the blank the word from the box that
completes the sentence.
artistic civil war pressure security
Catholics granddaughter relatives village
1. The she was under was reflected in her face.

2. The man was not an expert photographer, but his photos were very
.
3. The were very protective of their young .
3. Post 9/11, there has been increased at U.S. airports.
4. There are mainstream who are converting to Islam.
5. The whole was very engaged in preparations for the fair.
6. Some people fled during the ; others were placed in a
maximum-security prison.
viewing
FIRST VIEWING
Watch the video, and then compare your first impressions with a partner. Talk
about what you remember, what surprised you, and what interested you.
SECOND VIEWING
Watch the video again. Listen for the missing words and write them in
the blanks.
1. I hope to a wider view of a group of people much
misunderstood, especially 9/11.
2. And these are Ryazan , and they’re an alternative, Islamic
alternative to Barbie.
3. And you know Muslim Americans, like all Americans, have fled civil war,
dictatorship, hardship.
4. These are Persian Americans,
Islamic Center,
Iranian Americans, and they
Dearborn, Michigan
jump over
on their New Year to cast off the
bad luck of the previous year,
you know, for good luck in the
year.
Unit 3 • Video Lesson 89

THIRD VIEWING
Complete these notes as you watch the video. Write only important words, not
full sentences, and abbreviate common words.
Book = not all Ms

- not an expt.
- about misunderstood ppl after 9/11
Photos:
1) Dolls
2) Ldy fled CW:
3) Latif M. and Flo M.:
4) Zulia:
5) Penn.
6) Los Angeles:
After viewing
ORAL SUMMARY
Use your notes to create an oral summary of the video with your partner. As
had missed.
DISCUSSION
1. What information about Alexandra Avakian’s personal life do you learn during
her lecture?
2. The speaker says that Muslims are a “group of people much misunderstood.” What
do you think makes her feel this way?
3. Which of the photos of Muslim Americans most interested you? Explain.

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3

earth’s city lights (nasa)

9781133950608 LNS4e SB2.indd 63 6/11/13 1:33 PM

A multicultural parade moves

64 Unit 3 • Challenges at Home and Abroad

66 Unit 3 • Challenges at Home and Abroad

Subtopic 1: Single Culture

Single Culture View

Subtopic 2: Multicultural

i.e. M.P. • cult B. = diff

68 Unit 3 • Challenges at Home and Abroad

Marseille’s Melting Pot

70 Unit 3 • Challenges at Home and Abroad

PURSUING THE TOPIC

Two Views on 3. Which of the following do you think is more

Forensic scientist collecting

72 Unit 3 • Challenges at Home and Abroad

Chapter 8 • Two Views on Crime 73

- help them feel like part of society

74 Unit 3 • Challenges at Home and Abroad

Environment ➝ Criminal behavior

Aggressive nature ➝ Violent

Chapter 8 • Two Views on Crime 75

Meeting the Challenge

BUT ex NO polit. SO • wh-coll

76 Unit 3 • Challenges at Home and Abroad

Chapter 8 • Two Views on Crime 77

The Singapore Solution

78 Unit 3 • Challenges at Home and Abroad

PURSUING THE TOPIC

Chapter 8 • Two Views on Crime 79

Coke bottle design contest

80 Unit 3 • Challenges at Home and Abroad

Chapter 9 • The United States and the World 81

Practice saying these acronyms and abbreviations with a partner.

82 Unit 3 • Challenges at Home and Abroad

The U.S. and the World

Chapter 9 • The United States and the World 83

ASEAN econ force Mid NATO wrld &

84 Unit 3 • Challenges at Home and Abroad

Chapter 9 • The United States and the World 85

Can China Go Green?

86 Unit 3 • Challenges at Home and Abroad

PURSUING THE TOPIC

Chapter 9 • The United States and the World 87

88 Unit 3 • Challenges at Home and Abroad

1. The she was under was reflected in her face.

Unit 3 • Video Lesson 89

Book = not all Ms

90 Unit 3 • Challenges at Home and Abroad

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